Improving Reading Skills of Tamil Words With The Use of Augmented Reality (AR)

International Journal of Academic Research in Progressive Education and
Development
Vol. 1 1 , No. 1, 2022, E-ISSN: 2 2 2 6 -6348 © 2022 HRMARS
Improving Reading Skills of Tamil Words with The Use of

Augmented Reality (AR)
Ganesh Mukayah, Rosseni Din, Nabilah Othman
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v11-i1/12285 DOI:10.6007/IJARPED/v11-i1/12285
Received: 11 November 2021, Revised: 15 December 2021, Accepted: 30 December 2021
Published Online: 21 January 2022
In-Text Citation: (Mukayah et al., 2022)

To Cite this Article: Mukayah, G., Din, R., & Othman, N. (2022). Improving Reading Skills of Tamil Words with
The Use of Augmented Reality (AR). International Journal of Academic Research in Progressive Education
and Development, 11(1), 979–993.
Copyright: © 2022 The Author(s)

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Improving Reading Skills of Tamil Words with The

Use of Augmented Reality (AR)
Ganesh Mukayah
Faculty of Education, University Kebangsaan Malaysia, 43600 UKM Bangi, Selangor,
MALAYSIA
Email: p105779@siswa.ukm.edu.my
Rosseni Din (Corresponding Author)

Center for STEM Enculturation Research, Faculty of Education, University Kebangsaan
Malaysia, 43600 UKM Bangi, Selangor, MALAYSIA
Email: rosseni@ukm.edu.my
Nabilah Othman
Faculty of Education, University Kebangsaan Malaysia, 43600 UKM Bangi, Selangor,
MALAYSIA
Email: cik.nabilah001@gmail.com
Abstract
This study was conducted to improve Tamil reading skills using augmented reality (AR) among
Year 4 students. Accordingly, an integrated Tamil language e-module with Augmented Reality
(AuRa-BT), based on the Universal Design for Agile Development model and minimalist theory
was designed and developed. Before and after the e-module implementation, a survey was
conducted using questionnaires and checklists as research tools. Questionnaires, and
checklists were used as tools to verify of content and usability of AURa-BT module.
Respondents of the study are 50 students and 8 teachers. Descriptive methods were used to
analyze the data obtained. The overall study results show that the use of AURa-BT Module
combined with Augmented Reality Technology can improve the reading skills of Tamil words
among Year 4 students. The use of AuRa-BT shows an improvement in Tamil reading skills
among Year 4 students. In general, this study shows that the use of augmented reality (AR)
technology can easily attract students and teachers to improve Tamil word reading skills.
Keywords: Technology, Augmented Reality (AR), Tamil Language, AURa-BT
Introduction
In the era of globalization, information technology and communication had affected the world
towards modernization. Humans can master, recognize, and control almost everything
education at the fingertips using ICT. The push of ICT development in the field of education
continues to affect society positively. Utilizing ICT is a strategy to increase the level of
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education in Malaysia. The 7th shift of the Malaysia Education Development Plan 2013-2025
states that the use of ICT can improve quality learning in Malaysia. According to Yusof & Tahir
(2017), the use of ICT in the learning process is an important parallel to the development of
the modern world of education today. Integration of technology makes the learning process
more interesting and productive. Techniques using technology to intertwine voice, sound,
picture, video, and text make the learning process more interesting and fun. Students today
are more interested to learn interactively. Jenal (2017) stated that learning in interactively
can attract students’ interest, attention, and arouse positive curiosity. In addition, the use of
ICT with a combined elements of technology such as audio, visuals, graphics and animation
can increase quality teaching and learning. Teaching with ICT-based methods and media can
help educators. At the same time, it can attract students to master skills related to reading,
writing, and counting. Education system is important to wake up the society and country
towards a better direction. In Malaysia, the use of Tamil is widespread. For example, it is an
intermediary language at the National Primary School, an additional subject in Lower
Secondary school and in some universities in Malaysia. Thus, reading Tamil is essential as a
source of knowledge to include various kind of reading material (Razak, 2019).
According to Karim (1989), reading is a process of understanding and constructing
understanding. Reading means to change writing to speech. It moves text to voice and
captures meaning and understanding what is read. In addition, reading skills is a basic need
for students in Primary School Standard Curriculum (KSSR). Use of ICT in the delivery of
education can help the process of teaching and facilitation. Implementation of 21st Century
learning demands every teacher to act more creatively and innovatively (Abdul Mutalib,
2017). According to Saeed & Zyngier (2012), researchers in the area support the importance
of motivation and engagement in the learning process. Thus, we can conclude that low
interest in reading will affect the academic achievement of a student. Augmented Reality
(AR) is a new technology using a virtual environment that helps students look at the real world
through a computer screen or mobile phone. Using technology such as this can enhance the
learning process even faster, easier, and more fun for students. The use of AR in teaching and
facilitation sessions can give new dimensions in the world of education because of its flexible
characteristics that allow accessibility anytime and anywhere with coverage of internet lines
(Vargavan & Yunus, 2021). In addition, more students are willing and interested to accept
lessons through the exposure and application of AR in teaching and learning. When educators
apply AR in teaching and facilitation sessions, students can also bring out their critical and
creative thoughts.
AR was created by Tom Caudell in 1990. It translates integration of virtual images in
the real world. It is an emergence of continuous technology which offer opportunities for
new and exciting teaching and learning media for educator (Achterbosch, 2007). Educators
need to accept new technology in preparation for more interactive media enabling
environment to attract student interest (Muller, 2012). AR involves virtual content,
interaction, real authentic environment, digital storytelling and capable of giving experience
for students to learn something new beyond imagination. AR is not a singular application but
uses computer, mobile phone, webcam, or head-mounted display to support its function. The
teaching and learning provided by AR technology is increasing to make learning process more
active, interesting, motivating, and meaningful to students. According to Abd Majid (2018),
AR gives immersive experience and has the potential to facilitate complex learning. According
to Ganti & Lubis (2018), AR technology can attract attention and stimulate interest children
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in the process of learning, facilitate understanding content learning, save memory in the long
term, and friendly users.
Observation in the early research shows that students, especially in Tamil language
subject, have weaknesses in reading and spelling words in Tamil. Findings also showed few
pupils interested in reading Tamil because students do not favor traditional methods such as
the Chalk and Talk method. Furthermore, the observation shows that students do not take
the initiative to read independently but only read in school. This is because students feel that
reading is a tedious activity. Thus, reading as a habit at home is greatly reduced among
students. Reading skills is important to increase mastery in basic Tamil. It allows students to
use the language learned in communication orally and written. This research aims to identify
if reading skills in Tamil year 4 students can be improved with the use of Augmented Reality
(AR). Thus, the objective and the research questions for the study were formulated as the
following:
Objective
I. To identify the level of Tamil reading skill of Year 4 students before using AuRa-BT
module?
II. To identify the level of Tamil reading skill of Year 4 students after using AuRa-BT
module?
III. To identify student’s perception about usefulness of AuRa-BT module?
Research Questions
I. What is the level of Tamil reading skill of Year 4 students before using AuRa-BT module?
II. What is the level of Tamil reading skill of Year 4 students after using AuRa-BT module?
III. What is student’s perception about usefulness of AuRa-BT module?
Methodology
The agile version (Din, 2016; Din, 2020) of the integrated model for the instructional design,
development, and modeling of a personalized learning environment in education, namely the
UDin model, is presented in Figure 1 (Din, 2020). The UDin model, a 20-year transformation
model of the design, development, and modeling of a learning system, added the taken-for-
granted Learning Outcome component. This was aligned with the Assessment component,
and both were placed in the center as the innermost part of the model labeled Learning
Outcome and Assessment (Din, 2016; Din, 2020). The model emphasizes continuous
assessment. The rubrics are mainly used as assessment tools. The assessment methods
ranging from gamification, reflection, visual, video and technology-mediated communication
to fieldwork (Din, 2016; Din, 2020). Din’s previous work discusses the assessment method and
tools in detail; this encompasses studies by Din et al (2017a, 2017b). Conventional quizzes
transformed into interactive online quizzes are also used as formative evaluation alternatives
in online modules. Some courses also retain the pen-and-pencil test, primarily for final
summative evaluation. The universal input attributes are learning theories, learning strategy,
pedagogy, content, and values.
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Figure 1: UDin model or the Rengkas Model (Ishak et al., 2021; Din, 2020; Din, 2016)
According to Azuma (1997; 2001), AR has three main characteristics, combining real and
virtual worlds, having real-time interaction with users, and interactive by sowing reality with
two dimensional and three-dimensional animation. AR allows users to see the real thing
without being completely in the same environment. According to Chehimi et al (2007),
learning with the traditional method needs to be fixed to ensure students get more quality
education.
Changes in the education system will change learning based on memory to more motivated
and creative knowledge (Nischelwitzer, 2007). AR can give students motivation with intuitive
function and friendly user interaction for better understanding in teaching and learning
(Chen, 2006). Furthermore, AR is in a virtual environment with a physically ready environment
(Jantakoon et al., 2019). Through AR technology, virtual objects can be seen real in the
background. In short, AR technology brings virtual imagination to the real world. Physical
experience, virtual content, storytelling, and user imagination is learning experience shaped
by ideal entertainment available in reality mix and match (Stapleton et al., 1996). Motivation
and focus to the goodness of learning with technology (Dunser, 2007), in addition to the
ability to build understanding from the dynamic 3D process (Winn et al., 2002). AR use is
widespread, particularly in the area of education. Nowadays, AR applications can be
combined to improve the curriculum standards used. For example, text, graphics, VideoVideo,
and audio can be coated with students’ real-time environment time to learn better.
Moreover, AR, can produce additional information for students displayed in multimedia.
According to Yusof et al (2019), AR creates a profound experience by expanding the virtual
environment, allowing students to describe learning content to understand associated
learning topics better. Therefore, AR is a new technology that can materialize the integration
of computer and digital world education with the real world in real-time. According to
Siltanen (2012), AR is one area of computer science research that combines real-world and
digital data. With AR, children can interact with virtual objects covering the real environment
for mixed and real experience (Lam et al., 2020). In line with the development of Malaysia
towards revolution industry 4.0, this study focuses on technology in education with the use
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of AR technology to increase Tamil reading skills amongYear 4 students with the help of ROAR
application.
The respondent for this research was chosen from students and teachers who teach and learn
Tamil Year 4 curriculum. The research module was developed with the minimalist concept,
which allows students to explore the content of the AuRa-BT module on the website with the
integration of the ROAR application. Therefore, students feel more fun reading with
integrated text, graphics, video and audio in real-time. In addition to that, the minimalist
theory allows students to begin learning and activities faster through the module. The
minimalism concept is also absorbed in the module interface by considering the size and
colour of the font contrast in the module background, font, diagrams, AR graphics, and video.
According to Zaki (2014), the use of various media makes students feel fun which
subsequently allows behavioural change resulting in learning to happen easily.
AuRa-BT encourages students to read intensively with fun. The name AuRa-BT in more detail
is: ‘Au’ means Augmented while ‘Ra’ means reality, ‘BT” means the Tamil Language. AuRa-BT
consists of a combined AR module with interactive words delivered and presented via the
WordPress platform using ROAR applications. The student assessment part is performed
using QuizWhizzer. Students will first access the WordPress page and observe interactive
Tamil words on this website. The module contains information to be followed in detail, such
as pictures about associated letters, syllables, and words to help reading. Next, the student
will scan pictures available in the module using a smartphone and learn how to pronounce
the words. Then, they will listen to audio and Video through the ROAR application and finally
read the words. AuRa-BT applies advanced elements to cultivate skills to read words that
involve deep syllables. This is to ensure students can master reading in the allotted time. After
studying how to pronounce such words, students will be assessed through the Quiz Whizzer
game. The game aims to evaluate respondents’ achievement.
Figure 2 shows the developed AuRa-BT on WordPress integrated with the ROAR application.
WordPress was selected as the primary communication tool because it is flexible and friendly.
Ia allows flexible and changeable theme displays which are user-friendly. In addition, this
portal also incorporates Web 2.0- enabled applications like AuRa-BT and makes words, videos,
and questions to be more attractive and flexible. The ROAR application is an AR application
developed in 2011. Its founder is Oksana Sokolovsky. ROAR is an application that gives
opportunities to explore details and features of text or visual images just by scanning.
Combined AuRa-BT Modules (Figure 3, Figure 4 and Figure 5) by wordpress.com as the main
platform allows text, video, and audio integration in Tamil for each word. Video will appear
after pictures of words are scanned using a smartphone with ROAR mobile software. The
video can be exactly where we are. This feature helps students to read the words in a fun
way. At the same time, it attracts students to surf websites created by researchers to continue
learning how to read. In addition, the site also has various reading materials including comics
and storybooks that students can read.
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Figure 2: ROAR website
Figure 3: Home page of AuRa-BT
Figure 4: Example words and pictures that students need to recall through ROAR application
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Figure 5: Example of a 3-D shape video included with audio calling words such that will Get
out when the pupil scans at the picture words
Data collection at the early stage was done with some teachers in schools to familiarize them
with the aim and features of AuRa-BT and to identify student weaknesses in reading the Tamil
language. This will help the module developer plan, design, and develop a module to suit their
needs. For content validation, a few Tamil language teachers were given a checklist to check
and review the content of AuRa-BT regarding its usability. The list helps teachers to review
based on the checklist according to technical, language and content. Thus, Tamil language
teachers can give reviews about the weaknesses and strengths of AuRa-BT to facilitate
researchers make final improvements. The checklist content for this research includes the
following: Part A: Respondents Details, Part B: Application of Instructional Design (ID), Part C:
Usability, Part D: Comments / Suggestions. The usability test assessed reading skills before
and after using AuRa-BT with the Whizzer quiz game. The purpose is to identify the level of
reading skills and usefulness of AuRa-BT. According to Idris (2010), all research involves data
collection. Data refers to information obtained about the topic of the study.
Findings and Discussion

Before implementing the module for end-users in a real authentic environment, the
usability test of the AuRa-BT module was conducted with Tamil language teachers through
Google Form. The purpose of the usability test is to make improvements to the AuRa-BT
module. Findings show how the application of minimalist theory as a component in the Udin
model during design, development and implementation of AuRa-BT is perceived in Table 1. It
shows all 8 (100%) respondents agree to all items. All 8 (100%) Tamil language teachers
agreed to items 1-6 about Minimalist theory.
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Table 1: Evaluation results application theory minimalist in components of the Udin Model
Bil Item Yes No.
1. students are motivated to read Tamil words through AuRa-BT 8 (100%)0 (0%)
2. students can read Tamil words in AuRa-BT 8 (100%)0 (0%)
3. Tamil words in AuRa-BT conform to year 4 curriculum 8 (100%)0 (0%)
4. AuRa-BT is easily operated in the teaching and learning process 8 (100%)0 (0%)
5. AuRa-BT can be use by students from any level who have8 (100%)0 (0%)
problems with Tamil reading skills
6. instructions on how to operate the AURA-BT are given clearly 8 (100%)0 (0%)
Usability from the technical and content aspects shows that Tamil language teachers agree
that AuRa-BT is usable. Table 2 indicates that 8 (100%) of the Tamil language teachers agree
on items 10, 11, 12, 13 dan 14 of Part C, which is the usability of the content and technicalities.
In the D section, which is the open-ended section, the respondents commented that AuRa-BT
is usable to increase reading skills to learn words in Tamil even in preschool.
Table 2: Usability technical and content AuRa -BT

Bil Item Yes No.
10. Does the color of the writing used match the background color?8 (100%) 0 (0%)
11. Is the AuRa-BT blog menu, easy to use? 8 (100%) 0 (0%)
12. Is the type of writing that AuRa-BT uses easy to read? 8 (100%) 0 (0%)
13. Is the display used by AuRa-BT attractive? 8 (100%) 0 (0%)
14. Is the delivery of AuRa-BT content orderly? 8 (100%) 0 (0%)
Usability test also shows that AuRa-BT help increase skills to read Tamil, as shown in Table 3
and Figure 6. Online quizzes were conducted before and after using Aura-BT. Students were
able to read one letter, two letters, three letters, four letters and five letter-words in the Tamil
language through game quizwhizzer. The total of letters read by the pupil is 50.
Table 3: Analysis of Pre and Post Test

Pre Post
NUMBER
OF NUMBER OF
Gred Statement Percent % STUDENTS % STUDENTS %
A Excelent 80-100 0 0 40 80
B Good 60-79 0 0 10 20
C Simple 40-59 12 24 0 0
D Weak 20-39 18 36 0 0
E Very Weak 20 20 40 0 0
Data obtained from the pre and post-test after using AuRa-BT module shows a total of 40
students (80%) got are position as excellent and a total of 10 students (20%) were positioned
as good. In conclusion, 50 respondents (100%) have succeeded in increasing improvement.
This shows that module AuRa-BT used by researchers helps students to master skills to read
Tamil words.
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Pre and Post Exams

100
90
80
80 40
70
60
50
40
30 36
20
20 24
10
0 0 0 0 0
0
Excellent (80-100) Good (60-79) Simple (40-59) Weak (20-39) Very weak (0-19)
PRE-EXAM POST-EXAM
Figure 6: Analysis The test Pre and Post
Next, usefulness AuRa -BT module from aspect easy learn shows 12% (6 students) of
respondents agreed, 88% (44 students) of respondents strongly agreed. Some respondents
stated agree and strongly agreed about the module that helps easy learn Tamil language
reading. This show response positive in circles responded against module AuRa -BT. The
usefulness module from the aspect of easy usage showing 2% (1 student) of respondents
agreed and as many as 98% (49 students) of respondents strongly agreed. All respondents of
the research, that is, 100% (50 students) rated strongly agreed with module items. This AuRa
-BT friendly-users, provided steps to facilitate reading skills, as a result, it was not difficult to
use the module AuRa-BT. The analysis from these results, the responded interest against use
module This AuRa -BT, found the majority of the respondents gave a positive response.
Among the most important factors of the use of AR in reading Tamil words in AuRa -BT is to
encourage students to generate their income. When observed through this questionnaire,
everyone responded positively to their assessment. It can be seen no responden expressed
slightly disagree, disagreement and strongly disagreed. When analysis of question
investigates all respondents about usefulness and effectiveness AuRa -BT, majority indicated
that the use of AR increases skills read Tamil words can attract interest and facilitate
understanding on Tamil words. The use of AR cause from facing a combination of 3D video,
music background back, 2D picture, interesting and appropriate sound and so on. The findings
from the assessment on the use of this AuRa -BT Module answered 3 question of the study:
What are the reading skills of Tamil for Year 4 Pupils after implementation from module AuRa
-BT with aspect easy usage?
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Table 4: Analysis Question Investigate Usefulness of the AuRa -BT Module

BI STRONG SLIGHTLY AGRE STRONG
L SCALE LY DISAGRE DISAGRE E LY
CRITERIA DISAGRE E E AGREE
E (D)
(SD) 2 (A) (SA)
1 (SLD) 4 5
3
AURA-BT MODULE
1. Provide motivation to learn 0 0 0 4(8%) 46(92%)
Tamil words
2. Read one-five letters of Tamil 0 0 0 4(8%) 46(92%)
words
3. See new environments that 0 0 0 4(8%) 46(92%)
look at the real world through
a computer screen (3D)
4. Helps me master reading skills 0 0 0 6(12 44(88%)
in more depth %)
5. Learn quickly by doing self - 0 0 0 4(8%) 46(92%)
reading
USEFULNESS OF AURA-BT MODULE (Easy Learning Students)

6. This AuRa-BT module helps me 0 0 0 6(12 44(88%)
learn easily %)
7. This AuRa-BT module is very 0 0 0 2(4%) 48(96%)
easy for me to read
8. This AuRa-BT module helps me 0 0 0 4(8%) 46(92%)
become more motivated
9. This AuRa-BT module 0 0 0 6(12 44(88%)
increases curiosity %)
10. This AuRa-BT module helps me 0 0 0 3(6%) 47(94%)
think imaginatively
USEFULNESS OF AURA-BT MODULE (Student Easy to Use)
11. This AuRa-BT module is easy to 0 0 0 1(2%) 49(98%)
use.
12. This AuRa-BT module is not 0 0 0 1(2%) 49(98%)
complicated to use.
13. This AuRa-BT module is user 0 0 0 0 0
friendly.
14. This AuRa-BT module provides 0 0 0 0 0
simple steps to facilitate
reading skills
15. It is not difficult to use this 0 0 0 0 0
AuRa-BT module.
N = 30
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Implication’s Research
This study is one effort that helps students read words language of Tamil with ease. This is
because teaching and learning AR-based has the potential to bring virtual education to the
real world. In short, AR refers to real-world concepts intertwined with the virtual world. It can
change the learning environment by inserting real environment to virtual information that
includes variation graphics, video, audio. Interestingly, this kit continues with an educational
agenda-driven digital-based DL learning (deep learning). It is also closely related to MOE 's
intentions in the Education Development Plan (PPPM) 2013-2025, producing superior human
capital through targeted goals.
The use of AURA-BT can help assist the learning process inside and out-of-class. Students do
not, acquire a material of book text, but they can access page web concerned. This kit includes
elements, animations, games and graphics that allow learning to be implemented in more
fun. Moreover, this kit can develop student potential in surfing information for solution
learning. The use of ICT in innovation can enhance the learning process even more fun, easy,
fast, and accessible anywhere and anytime and save costs. The use of AR in session teaching
can give one new dimension in education because of its characteristics; its flexibility allows
accessibility and access at any time through everywhere. AURA-BT can create an environment
of interesting and fun learning. Sophistication technology gives visualization experience to
students so that they are more excited in knowledge because of the interesting media used.
Clearly, the use of AURA-BT can attract student interest for deeper reading.
Combining the AURA-BT module with the Roar (AR) application is used in the education area
to realize an engaging and fun learning environment for students. Advanced technology gives
a visual experience to the pupil that makes them excited for learning. In addition, AURA-BT
emphasizes learning-based game approach. According to Piaget (1962), play gives
opportunities to children to express thoughts, feelings, and emotions. (Add about play here
or line before) In short, AURA-BT was produced by the researcher to provide opportunities
for the students to learn solving various problems (cognitive, manipulative, social) that
contribute to progress intellect.
Researchers produced AURA-BT to reduce operating costs, i.e., students do not need to buy
AR (ROAR) applications. Students only need to download the ROAR app on their smartphone.
Next, students need to scan picture words on page web on their smartphone to learn
pronunciation of Tamil words. Students will then listen to audio and video on their
smartphones. Students will learn to spell syllables via audio are removed in a way AR
technology. Students will be writing of the language Tamil, mention words language Tamil,
and the end once read the words. This reduces operating costs and saves time as it only uses
one application to access the audio or video with the presence of an internet line.
Recommendations
As a proposal of researchers after application the use of AURA-BT among students, have a
huge impact in increase reading skills more effectively. Some suggestions can be taken from
the conclusion studies that have been run. Suggestions submitted as suggestions to:
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Ministry of Education Malaysia (Moe)

AURA-BT module developed this made as one module reading in DELIMA KPM to help each
student read Tamil words. This AURA-BT can be an Education Malaysia material so that
students and teachers can use this AURA-BT for reading words. It also gives opportunities to
students improve their reading skills
Research Next
1. The study also expects research continued with improvement to the field of
Education.
2. Expand the implementation of AURA-BT at the level of the Ministry of Education
Malaysia or schools.
3. Effectiveness of AURA-BT learning method according to augmented Reality or Virtual
Reality learning style.
4. Add more module content AURA-BT learning that involves learning in Virtual Reality.
5. Develop mobile application modules that support the development of AURA-BT
modules.
Conclusion
The use of AR nowadays is an exciting parallel with the progress of education. Therefore,
teachers need to have knowledge in the field of AR, especially in teaching. Results of the study
show that the implementation of AuRa -BT as material help increase read skill and has positive
effect in learning Tamil. The positive impact of this can be known through pre and post exam,
question surveys, and lists checked with students and teachers. A total of 50 Tamil students
and teachers have given positive responses against using This AuRa-BT. This research can also
see that AuRa -BT can be one of the teaching aids that can help improve reading skills in
addition to attract students' interest and motivation to succeed. Thus, the researcher also
hopes teachers, administrators, school, JPN, plays their respective roles to make sure
education of our country continues at an excellent level. The implementation of AuRa-BT
among students has a huge impact in increasing skills effective reading. This AuRa-BT can be
made as AR Education materials in Pomegranate Ministry of Education Malaysia. It also gives
opportunities to increase students’ reading skills.
The use of AuRa -BT for educational purposes, especially in schools, is still in its early stages.
Various factors need to be considered in the success of this effort to ensure that the
application developed meets the teaching and learning objectives that have been set. The
UDin model is very beneficial and can be used by other researchers and developers to produce
effective and more attractive educational applications in the future. In addition, the
researcher would also like to give recommendations to all application or software developers
in education. One of them is to emphasize the values aspect in each material to be produced.
This aspect of values needs to be emphasized so that the materials developed can influence
the psychology and behavior of consumers in a better direction. Therefore, the researcher
developed the AuRa-BT using the UDin model because it emphasizes the value element in the
instructional model in development. The development of AuRa-BT modules involves a lot of
application of minimalist theory which allows students to independently start learning as
soon as possible. The minimalism theory in AuRa-BT aims to compact a long description so
that it is more compact and concise to make it easier for students to understand a piece of
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content. Despite the various limitations and constraints faced, it is hoped that all the issues
reported can be given attention and improvement by researchers in the future.
Acknowledgments
We would like to convey our utmost appreciation to STEM Enculturation Research Centre,
Faculty of Education, Universiti Kebangsaan Malaysia for grants Dana Pecutan, and GUP-
2020-020 and support to publish this journal publication. Special thanks to all researchers
under the Personalized Education Research Group for their financial, intellectual, spiritual,
and moral support.
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Improving Reading Skills of Tamil Words With The Use of Augmented Reality (AR)

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International Journal of Academic Research in Progressive Education and

Improving Reading Skills of Tamil Words with The Use of

Received: 11 November 2021, Revised: 15 December 2021, Accepted: 30 December 2021

Published Online: 21 January 2022

In-Text Citation: (Mukayah et al., 2022)

Copyright: © 2022 The Author(s)

Vol. 11(1) 2022, Pg. 979 - 993

Full Terms & Conditions of access and use can be found at

Improving Reading Skills of Tamil Words with The

Rosseni Din (Corresponding Author)

Figure 2: ROAR website

Figure 3: Home page of AuRa-BT

Findings and Discussion

Table 2: Usability technical and content AuRa -BT

Table 3: Analysis of Pre and Post Test

Pre and Post Exams

Figure 6: Analysis The test Pre and Post

Table 4: Analysis Question Investigate Usefulness of the AuRa -BT Module

USEFULNESS OF AURA-BT MODULE (Easy Learning Students)

Ministry of Education Malaysia (Moe)

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